EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION

Michal Ayalon; Samaher Nama

EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION

Department of Mathematics Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This study explores how secondary mathematics teachers envision potential argumentation situations in the classroom. The data were collected by means of individual semi-structured interviews conducted with 31 secondary mathematics teachers. The participants were asked to express their views on argumentation for teaching mathematics, provide examples of argumentation as manifested in their own teaching, and formulate a script for the hypothetical implementation of a mathematical task in the classroom with the goal of engaging students in argumentative activity. Analysis of the teachers' responses yielded categories related to: (1) task characteristics, (2) teaching strategies, and (3) students’ characteristics. From a cross-analysis of the teachers' statements, certain categories appeared more frequently than others. The findings are interpreted in light of theory and practice.

Original language	English
Title of host publication	Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021
Editors	Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Publisher	Psychology of Mathematics Education (PME)
Pages	33-40
Number of pages	8
ISBN (Print)	9786169383017
State	Published - 2021
Event	44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 - Virtual, Online Duration: 19 Jul 2021 → 22 Jul 2021

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	2
ISSN (Print)	0771-100X
ISSN (Electronic)	2790-3648

Conference

Conference	44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021
City	Virtual, Online
Period	19/07/21 → 22/07/21

Bibliographical note

Publisher Copyright:
© 2021, Psychology of Mathematics Education (PME). All rights reserved.

ASJC Scopus subject areas

Mathematics (miscellaneous)
Developmental and Educational Psychology
Experimental and Cognitive Psychology
Education

Cite this

Ayalon, M., & Nama, S. (2021). EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021 (pp. 33-40). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2). Psychology of Mathematics Education (PME).

Ayalon, Michal ; Nama, Samaher. / EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION. Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. editor / Maitree Inprasitha ; Narumon Changsri ; Nisakorn Boonsena. Psychology of Mathematics Education (PME), 2021. pp. 33-40 (Proceedings of the International Group for the Psychology of Mathematics Education).

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title = "EXPLORING TEACHERS{\textquoteright} ENVISIONING OF CLASSROOM ARGUMENTATION",

abstract = " This study explores how secondary mathematics teachers envision potential argumentation situations in the classroom. The data were collected by means of individual semi-structured interviews conducted with 31 secondary mathematics teachers. The participants were asked to express their views on argumentation for teaching mathematics, provide examples of argumentation as manifested in their own teaching, and formulate a script for the hypothetical implementation of a mathematical task in the classroom with the goal of engaging students in argumentative activity. Analysis of the teachers' responses yielded categories related to: (1) task characteristics, (2) teaching strategies, and (3) students{\textquoteright} characteristics. From a cross-analysis of the teachers' statements, certain categories appeared more frequently than others. The findings are interpreted in light of theory and practice.",

author = "Michal Ayalon and Samaher Nama",

note = "Publisher Copyright: {\textcopyright} 2021, Psychology of Mathematics Education (PME). All rights reserved.; 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 ; Conference date: 19-07-2021 Through 22-07-2021",

year = "2021",

language = "English",

isbn = "9786169383017",

series = "Proceedings of the International Group for the Psychology of Mathematics Education",

publisher = "Psychology of Mathematics Education (PME)",

pages = "33--40",

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Ayalon, M & Nama, S 2021, EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION. in M Inprasitha, N Changsri & N Boonsena (eds), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 2, Psychology of Mathematics Education (PME), pp. 33-40, 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021, Virtual, Online, 19/07/21.

EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION. / Ayalon, Michal; Nama, Samaher.
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. ed. / Maitree Inprasitha; Narumon Changsri; Nisakorn Boonsena. Psychology of Mathematics Education (PME), 2021. p. 33-40 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Ayalon M, Nama S. EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION. In Inprasitha M, Changsri N, Boonsena N, editors, Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. Psychology of Mathematics Education (PME). 2021. p. 33-40. (Proceedings of the International Group for the Psychology of Mathematics Education).

EXPLORING TEACHERS’ ENVISIONING OF CLASSROOM ARGUMENTATION

Abstract

Publication series

Conference

Bibliographical note

ASJC Scopus subject areas

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Cite this